DEC Scan Journal : February 2012
stretched ever thinner. Reading digital texts on screen with their rich complexity of semiosis is a challenge for which our traditional models of learning to read are not fully prepared. There is clearly a need for further research in this area. In the meantime, let us celebrate those examples of good practice that we can see. To those innovative teachers, teacher librarians and students who are at the front line of new concepts of learning, keep it up. We are depending on you to lead the way while the rest of us catch up. Let us use our learning networks, our professional development teams, and our reflec- tive conversations to share our discoveries so we can get a more detailed view of a very complex terrain. We need to keep examining practice to ensure that pedagogy develops which recognises the potential of integrating technology with traditional approaches to teaching reading. What next? This research study offers insight into the need for synergistic approaches to the teaching of reading to suit 21st century technology. The 4T model is a framework that has been derived from a small study that analysed classroom episodes over one school term where students were engaged in reading print and/or digital texts. The study needs to be replicated in other contexts with other students. However, the model has enabled the authors to discriminate between the pedagogy and the learning associated with the different tasks. For this reason we argue that it is a new way of looking at the way reading is taught within contemporary classrooms and we invite comments from educators and educational researchers as to the helpfulness of this framework. [Editor's note: The authors wish to acknowledge the support of the Catholic Education Office (CEO) Sydney and to particularly thank the teachers and students for their participation in this ongoing research.] References and further reading Bearne, E, Clark, C, Johnson, A, Manford, P & Mottram, M 2007, Reading on screen, United Kingdom Literacy Association, Qualifications and Curriculum Authority, UK. Clay, M 1972, The early detection of reading difficulties: a diagnostic survey with recovery procedures, 2nd edn, Heinemann, Portsmouth, NH. Coiro, J, Knobel, M, Lankshear, C & Leu, D J 2008, Handbook of research on new literacies, Lawrence Erlbaum, Mahwaw, NJ. Brown, J, Bryan, J & Brown, T 2005, 'Twenty-first century litera- cy and technology in K--8 classrooms', Innovate, vol. 1, no. 3, accessed 23 December 2011, <www.innovateonline. info/index.php?view=article&id=17>. Dwyer, D C, Ringstaff, C & Sandholtz, J H 1991, 'Changes in teachers' beliefs and practices in technology-rich class- rooms', Educational Leadership, vol. 48, no. 8, pp.45--52. Hammond, L 2011, 'The service of democratic education', The Nation, 21 May, accessed 23 December 2011, <www.then- ation.com/article/160850/service-democratic-education>. Heath, S B 1991, 'The sense of being literate: historical and cross-cultural features', in Handbook of reading research, eds R Barr, M Kamil, P B Mosenthal & P D Pearson Longmans, White Plains, NY, pp.3--25. Jewitt, C, et al 2004, The interactive whiteboards, pedagogy and pupil performance evaluation: an evaluation of the Schools Whiteboard Expansion (SWE) Project: London Challenge, Institute of Education, University of London, UK. Kress, G 2003, Literacy in the new media age, Routledge, London. Labbo, L 1996, 'A semiotic analysis of young children's symbol making in a classroom computer center', Reading Research Quarterly, vol. 31, no. 4, pp.356--385. Lankshear, C & Knobel, M 2003, New literacies: changing knowledge in the classroom, Open University Press, Buckingham, UK. Lawless, K A & Schrader, P G 2008, 'Where do we go now? Understanding research on navigation in complex digital environments', in Handbook of new literacies, eds, J Coiro, M Knobel, C Lankshear & D J Leu, Lawrence Erlbaum, Mahwaw, NJ. Lee, M 2011, 'The networked school community and Broulee Public School', Scan, vol. 30, no. 3, pp.24--31. Lemke, J 1998, 'Metamedia literacy: transforming meanings and media', in Handbook of literacy and technology, eds, D Reingking, M McKenna, L Labbo & R Keiffer, Lawrence Erlbaum, London, pp.283--301. Leu, D J, Kinzer, C K, Coiro, J & Cammack, D W 2004, 'Toward a theory of new literacies emerging from the internet and other information and communication technologies', in Theoretical models and processes of reading, 5th edn, eds, R B Ruddell & N Unrau, International Reading Association, Newark, DE, accessed 23 December 2011, <www.readingonline.org/newliteracies/leu>. Leu, D J, Corio, J, Castek, J, Hartman, D J, Henry, L A & Reinking, D 2008, 'Comprehension instruction: research- based best practices', in eds C Collins-Block & P S R, Comprehension instruction: research-based best practices, Guildford Press, London. Luke, A & Freebody, P 1999, 'Further notes on the four resources model', in Reading Online, accessed 23 December 2011, <www.readingonline.org/research/ lukefreebody.html>. New London Group, 2000, 'A pedagogy of multiliteracies: designing social futures', in eds B Cope & M Kalantzis, Multiliteracies: literacy learning and the design of social futures, Macmillan, Melbourne. Turbill, J 2001, 'Getting Kindergarteners started with technolo- gy: the story of one school', in Reading Online, vol. 5, no.1, accessed 23 December 2011, <www.readingonline.org/international/inter_index.asp?HRE F=turbill2/index.html>. Walsh, M 2011, Multimodal literacy: researching classroom practice, e:lit, Sydney. Volume 31, February 2012 39 Reading digital texts on screen with their rich complexity of semiosis is a challenge ...